Terms Of Reading Comprehension Research Articles

Enhancing Reading Comprehension for Underprivileged Malaysian ESL Secondary School Students: A Module Development

This research aims to develop a reading comprehension module to enhance the reading skills of underprivileged Malaysian ESL secondary school students. The study employs a quantitative approach consisting of a needs analysis, module development, expert evaluation, and field testing. The needs analysis phase involves identifying the specific requirements of students in terms of reading comprehension. The developed modules integrate six diverse reading comprehension activities, including reading aloud, answering comprehension questions, matching activities, filling in the blanks, categorising materials and solving puzzles based on reading texts. The materials used for module development are sourced from Malaysian English school textbooks. The expert evaluation stage involves the participation of four experienced teachers who complete a module content evaluation questionnaire and a module design validity assessment questionnaire. Their valuable insights and feedback contribute to refining and improving the modules. Adjustments and revisions are made based on the received feedback. The final phase of the research involves testing the developed modules with a sample of 30 underprivileged students from a secondary school in Klang, Selangor, Malaysia. Pre and post-tests are administered to measure the student’s reading comprehension skills before and after module implementation. This research seeks to address the educational needs of underprivileged Malaysian secondary school students by providing them with targeted reading comprehension modules. The findings from this study have the potential to inform educational practices and contribute to the development of tailored interventions aimed at improving reading comprehension skills among underprivileged students in Malaysia.

Do New Forms of Reading Pay Off? A Meta-Analysis on the Relationship Between Leisure Digital Reading Habits and Text Comprehension

Previous research has evidenced a strong positive relationship between leisure print reading habits and reading comprehension across the lifespan. The rapid evolution of new forms of leisure digital reading could modify such a relationship. This meta-analysis extends previous research by analyzing the relationship between leisure digital reading habits and reading comprehension. We analyzed 40 effect sizes using multilevel analysis. Data involved 469,564 participants from studies published between 2000 and 2022. The average effect size reflects a small significant effect on reading comprehension (r = .055), which contrasts with the medium size effects found in the literature related to print reading habits and comprehension. This relationship is significantly moderated by the reader’s educational stage. At early stages (primary and middle school) negative relationships are observed between leisure digital reading and text comprehension, while at later stages (high school and university) the relationship turns positive. We highlight the different contributions that reading modalities and technological contexts have on our reading comprehension, especially across the lifespan. In sum, leisure digital reading does not seem to pay off in terms of reading comprehension, at least, as much as traditional print reading does.

School Literacy Movement Program and Its Impact on Students Reading Interest and Reading Comprehension Skills

This research was motivated by the low interest in reading and students' reading comprehension abilities. The School Literacy Movement was implemented as an effort to improve students' abilities in literacy. The School Literacy Program has the potential to increase students' reading interest and reading comprehension. The school literacy movement program often organizes various interesting activities such as writer's meetings, reading competitions, and book clubs. These activities can stimulate students' interest in reading and help them feel more connected to the world of literacy. This program focuses on teaching literacy skills, including reading comprehension. The aim of this research is to describe the implementation of the School Literacy Movement, the impact on reading interest, and the impact on fourth grade students' reading comprehension abilities. This research uses a qualitative method with a descriptive case study approach. The data collection techniques used were observation, interviews, questionnaires and documentation. The results of this research show that students have implemented the School Literacy Movement. Students' interest in reading has increased and their enthusiasm has increased. Students' reading comprehension abilities have also increased, it is known from tests on reading story texts and answering questions that students are able to understand the contents of the text, find the message of the story, and are able to summarize the story. In terms of reading comprehension, this program also integrates strategies and approaches supported by research to improve students' reading comprehension. Thus, the School Literacy Program can provide a strong foundation for the development of reading skills and better reading comprehension in students.

The Use of English Translated Meranao Literature in Enhancing the English Language Proficiency among Grade 10 Learners

This study aimed to determine the English language proficiency of learners among Grade 10 learners in one of the schools in Lanao del Sur. A one-group pre-experimental research design was used to examine the effectiveness of an English-translated Meranao literature intervention on the English language proficiency of the learners relative to vocabulary, grammar, and reading comprehension. One group was considered using the said intervention, and the group consisted of 50 learners. The study neither considers the literary analysis of the texts nor examines the students' level of analysis of the selected literary pieces. The study's respondents were selected purposively from those under the researcher; hence, a purposive sampling design was used. Statistical tools used to analyze the data were frequency and percentages, mean, standard deviation, independent samples t-test, paired samples t-test, and one-way analysis of variance (ANOVA). The results indicated that the use of English-translated Meranao literature significantly improved the participants' English proficiency in terms of reading comprehension, vocabulary, and grammar. Moreover, the participants found the literature engaging and culturally enriching. The study disclosed that the use of English-translated Meranao literature can be an effective tool in enhancing the English proficiency of learners and promoting cultural exchange. Additionally, the assessment of the teachers’ performance in teaching English translated Meranao literature was outstanding. However, there was no significant relationship between the students' scores in the post-test and the teachers’ performance in teaching English-translated Meranao literature. The study posited the conclusion that the intervention significantly improved the English language proficiency of the students particularly vocabulary, grammar, and reading comprehension. It is therefore recommended to use the intervention in creating an engaging and effective learning environment.

L2 Reading During Higher Education in Colombia

The results of a diagnostic L2 reading test applied to first-semester students at a higher education institution in Colombia demonstrated that most of the population entered the university with a lower reading comprehension level than the required for the entrance to tertiary education. According to MEN. The results gathered were categorized taking into account the CEFR levels (B2, B1, A2, A1, and –A1). This test’s results revealed that the 85% of the evaluated population was classified at level A1; the 35% was placed at level A2; and the last 8% was classified at level –A1; on the other hand, there were no students placed in the higher levels (B1, B2). It is observed that most of the participants were place in level A1, according to the CEFR, which means that these students lack the required standards to start college studies, regarding L2 reading skills. In order to face this situation, some university professors in this context were also observed with the intention of identifying the positive practices in terms of reading comprehension and the chances to improve.

PQ4R Strategy towards Reading Comprehension Development

This study attempted to find out the effectiveness of PQ4R Strategy in the development of reading comprehension among Grade 7 students. It also sought to determine the results of conducting pre-test and post-test in reading comprehension in terms of identifying fact and opinion, making inferences, getting the main idea, and self-questioning. Thus, it also sought to determine if there is a significant difference in the reading comprehension of respondents before and after the implementation of PQ4R Strategy. This study employed the experimental method of research which made use of pre-test and post-test as the main gathering tools. The respondents of the study were selected 83 Grade 7 students at Malvar School of Arts and Trade for the school year 2022-2023. From the findings, it revealed that the student-respondents got an overall mean of 3.80 with a standard deviation of 1.60 in identifying fact and opinion, overall mean of 4.37 with a standard deviation of 2.21 in making inference, overall mean of 3.11 with a standard deviation of 1.47 in getting the main idea, and overall mean of 2.58 with a standard deviation of 1.65 in self-questioning. Furthermore, it revealed that the post-test scores of the respondents in reading comprehension are higher than their pre-test scores. The null hypothesis stating that “There is no significant difference in the reading comprehension of the respondents before and after the implementation of PQ4R strategy.” is rejected. There is a significant difference in the reading comprehension of the respondents before and after the implementation of PQ4R strategy.

Reading Development from Kindergarten to Age 18: The Role of Gender and Parental Education

AbstractThe gender difference in reading achievement in favor of adolescent girls is a robust finding in the literature, but the evidence is mixed when considering younger children. The present study followed the development of reading skills among Finnish children (N = 1867) from kindergarten age (6 years) to 18 years of age to determine the onset of gender differences and to identify the subskills which present gender differences. Additionally, associations between parents' educational levels and children's reading development from kindergarten to the end of comprehensive school were examined to determine whether the effect of parental education varied by child's gender. The results showed that girls outperformed boys in almost all prereading and reading skills from kindergarten age onwards. The gender difference in reading fluency increased steadily across the school years (Cohen's d = .26–.59) and remained evident also among 18‐year‐olds (d = .42). In terms of reading comprehension, the gender difference was small but increased with age (d = .17–.36). Parents' education levels were associated with children's reading development and children of higher educated parents manifested the best performance. Interaction effects were found between child's gender and their fathers' education levels: lower education levels were associated with poorer PISA reading performance among boys, but not among girls. The results suggest that gender differences in reading performance have an early onset, they increase throughout the school years, and boys of fathers with low education are particularly at risk of falling behind in their development of reading comprehension skill.

ADOPTING AUDIO-BASED LANGUAGE LEARNING IN ELEVATING THE READING SKILLS OF GRADE 9 STUDENTS

The purpose of this study was to elevate the reading skills of struggling readers in grade 9 students through the use of Audio-Based Language Learning. This study aimed to answer the following questions. First, what is the level of features of Audio-based language learning in terms of relevance, comprehensibility, accuracy, catchiness and motivation. Second, what is the level of pre-reading and post-reading skills of the students in terms of Reading comprehension and Reading Speed? Third, are there Significant Differences between the Reading Skills in terms of Reading Comprehension with regards to Pre Reading and Post Reading under: Control and Experimental group? And lastly are there Significant Differences between the Reading Skills in terms of Reading Speed with regards to Pre Reading and Post Reading under: Control and Experimental group? Only chosen students from the grade 9 level at Pacita Complex National High School would be the subjects of the study. In this study, the researcher would use a technique called purposive sampling. Relatively speaking, in this study, purposively selected grade 9 students who would be identified to have low scores in the pretest on reading skills would be the respondents of the study. Moreover, it also sought to test the null hypotheses 1) There is no significant relationship between the features of audio-visual language learning and the students reading skills in terms of Reading comprehension and Reading speed There are no significant differences between the level of reading skills in terms of reading comprehension of experimental groups and control group and, There are no significant differences between the level of reading skills in terms of reading speed of experimental groups and control group. Hence, the following results were gathered after the conduct and analysis of data. The audio-based language learning has the condition or quality of being closely related or suitable in elevating the reading skills of students in terms of comprehension and speed. It also means that the two groups see that the audio-based language learning are all applicable in elevating the said skills. The level of features of Audio-based language learning in terms of Relevance, Comprehensibility, Accuracy, Catchiness, and Motivation were all seen since the responses of the students fell under strongly agree the level of pre-reading and post-reading skills of the students in terms of Reading comprehension, and Reading speed were lower in the pre-assessments rather than post-assessment there was no significant relationship between the features of audio-based language learning and the students reading skills in terms of Reading comprehension, and Reading speed There were Significant Differences between the Reading Skills in terms of Reading Comprehension with regards to Pre Reading and Post Reading under experimental groups, and control group and, There were Significant Differences between the Reading Skills in terms of Reading Speed with regards to Pre Reading and Post Reading under experimental groups, and control group.

Investigating the use of inference-making strategy in reading comprehension: Evidence from strong and weak Persian students in terms of reading comprehension

Investigating the use of inference-making strategy in reading comprehension: Evidence from strong and weak Persian students in terms of reading comprehension

MENINGKATAN KEMAMPUAN LITERASI MELALUI STRATEGI LICALIDO (LIHAT BACA TULIS DONGENG) DI SDN JATIRAHAYU VIII

This best practice aims to provide an overview of the activities for implementing literacy skills through the LICALIDO strategy (See Read Write Tales), and describe the achievements after improving literacy skills through this LICALIDO strategy at SD Negeri Jatirahayu VIII. The result of this best practice is a significant increase in literacy skills in terms of reading comprehension, writing short stories or essays, and telling stories about the essays they have made. So, in the end the students can achieve achievements in the field of literacy.

Meta Analysis on The Correlation Between Listen-Read-Discuss (L-R-D) and Reading Comprehension

One of the English language skills is reading. Reading is an activity in the cognitive process to get information in writing. Reading comprehension is a reading skill that is on a higher order. Reading comprehension is cognitive reading (reading to understand). There are many strategies for learning reading comprehension. One of them is the listen-read-discuss strategy. Listen-Read-Discuss (LRD) is a strategy that helps students build strong background knowledge to understand texts. The present study represents a meta-analysis of research results on the application of listening-reading-discussion strategies in reading comprehension. This meta-analytic study is a study that uses secondary data in the form of data from previous research findings. This research can be called follow-up research in the form of research reports and literature analyses. The tool of this research work is documentation, namely to obtain information about the application of the practice of listening-reading-discussing in reading comprehension. Data collection techniques were collected using a documentary technique. The technical data analysis used is descriptive, and to assess the sensitivity of the result of the so-called robust meta-analysis. From all 12 (twelve) studies, we can conclude that all studies show a good correlation with the listen/read/discuss (LRD) strategy in terms of reading comprehension. This means that LRD strategy helps learners to understand writing.

Barriers to the Reading Comprehension of Public Junior High School Students

The Study Focused on the Barriers to the Reading Comprehension of Public Junior High school Students. The study made use of qualitative techniques to identify barriers in Reading Comprehension from selected Grade 7 students at Pajo National High School, in the school year 2022-2023.The researchers utilized the Phil Iri guide questionnaires to determine the student’s skills in terms of reading comprehension, this scale presents the overall view of the students themselves about the barriers and their reading comprehension.The study yielded that Despite the teachers' best efforts, it is obvious that students experience challenges in developing their reading comprehension. Moreover, the students agreed that they have difficulties understanding the texts provided. Likewise, despite the teachers' confidence in their overall ability to teach reading, there will always be some students who struggle to understand the readings, even if the bulk of students may do it well. This may be a sign that the teacher did not further consult with each and every student when it came to the discussions. If teachers want to further develop their students' reading comprehension skills, they must be able to meet their urge to innovate their comprehension.

Optimization Design and Implementation of Smart Multimedia College English Classroom Integrating Internet of Things Technology

With the rise of the Internet of Things technology and the improvement of college teaching requirements, more and more schools gradually use multimedia to carry out teaching activities for students. However, in today’s teaching environment, teachers’ teaching activities still do not get rid of the traditional thinking mode, and there is no fundamental change in teaching contents. In this context, the application of smart multimedia college English classroom teaching integrating Internet of Things technology was born. This paper mainly studied the optimization effect of smart multimedia integrated with Internet of Things technology on college English classrooms. The students of Baotou Medical College were taken as the research object; first, carry out information perception and data mining analysis work related to English, and finally, carry out diversified and situational teaching through smart multimedia. The degree of effect of optimization is reflected by the changes in the scores of students with different English abilities before and after. This paper mainly studied the optimization of college English classrooms with smart multimedia integrated with IoT, and the effect of optimization was reflected by the changes in the scores of students in Baotou Medical College before and after the experiment with different English abilities. This paper selected 10 sophomore students in Baotou Medical College and used their final English test scores as the benchmark to make statistics on different ability scores. Then, these students were given smart multimedia English classroom teaching activities, and they were tested on their English scores; a comparative analysis of the performance of different students with different English language skills before and after the test had to be done. The results showed that after 30 days of smart multimedia teaching, the English ability of 10 students has been improved. Among them, the average score of listening comprehension increased by 10.2 points, with the largest increase of 53.7%, and the average score of written expression ability increased by 1.1 points, with the smallest increase of 15.3%. Through a specific analysis of its ability, it was concluded that in terms of listening comprehension ability, the score of student 5 was improved to 13 points, the largest increase was 86%, the score of student 2 was improved to 7 points, and the smallest increase was 28%. In terms of reading comprehension, student 4’s score increased by 9 points, the largest increase was 56%, and the scores of students 2 and 9 were 2 points; the smallest increase was 7%. To sum up, the smart multimedia in the framework of the Internet of Things technology has a positive feedback effect on the optimization of college English classrooms, and different students’ different English abilities have been improved to varying degrees. This provides some guiding suggestions for the subsequent changes in the learning modalities of the undergraduate English classroom.

EFL Students’ Attitude toward Collaborative Strategic Reading in Reading Classroom

Focusing on attitude toward teaching strategies and promoting collaboration in teaching reading have been widely acknowledged to have impact on students’ achievement and attitude. This study explores the students’ attitude toward the implementation of CSR. Conducted under qualitative research design, this study involved 21 high school students who were classified into low- and high-achievers. To collect the data, the study administered a set of instruments: questionnaire, and interview. The data from the questionnaire were analysed by determining the means of the items and percentages of the students’ responses, and the interview data were analysed qualitatively. The findings from questionnaire and interview were in line with the students’ reading performance in which the high achievers gave more “agree” responses. They believed that CSR helped them develop their reading comprehension in terms of determining main idea, and increasing vocabularies. However, for the low achieving group, the only effect of CSR was the acknowledgement of its contribution to their increase in vocabulary. The study offers recommendations for teaching practice as well as for further research.

Developing Reading Comprehension in L2 with respect to Text Genre and Form

Self-development in terms of reading comprehension in a second foreign language is often practiced to a small extent in foreign language education. In the L2 (German language) educational process, the teacher focuses mainly on teaching basic grammatical phenomena and vocabulary. The development of reading comprehension in L2, as to text genres and forms, provides a new dimension in terms of self-development, as it mainly supports metacognitive processes and thus self-efficacy and success in a foreign language text understanding. The goal of the presented research was to find out connections between students success in reading comprehension with regard to different categories of text genres (adventure books, historical novels, fairy tales, poems, legends, and science fiction, and others) and text forms (either printed - magazines, newspapers, books, textbooks or electronic - e-books, websites, e-textbooks, and others). We were interested in whether a particular (concrete) genre or form of text does (or does not) contribute to the success in L2 reading comprehension or whether reading of any genre or form of text does (or does not) contribute to the success in L2 reading comprehension. The research was carried out in secondary vocational and grammar schools in Slovakia on a sample of 126 respondents. Statistically significant correlations were found between specific (concrete) genres and forms of texts and success in reading comprehension. It turns out that short stories, legends and books about nature predict better understanding of texts in the German language, and reading of printed books and magazines promotes success in L2 reading comprehension.

English Language Proficiency and Geometric Proof Skills of Students

Educational reforms and curriculum development were continuously implemented for quality and inclusive education for all learners. As proficiency in English language became an issue, it has also been a burden in studying mathematics, specifically geometry, which is mainly written and taught in English Language. Hence, this study utilized descriptive correlational design in describing the students’ proficiency in English language, specifically in reading comprehension, and Geometric proof skills in terms of correctness, appropriateness, logical reasoning, and clarity. Additionally, random sampling technique was used in choosing 30 mathematics students at a state university in Laguna. The quantitative data revealed that the respondents were proficient in terms of reading comprehension. However, with the presence of socio-cultural differences, their answers were influenced by environmental interference. On the other hand, the students performed advanced level in all aspects of Geometric proof skills. It was also found out that there is a significant relationship between reading comprehension and the correctness of proof and logical reasoning. Contrary to the results of the two components of geometric proof skills, reading comprehension has no significant relationship to both appropriateness and clarity. Based from the findings, the study suggests educators expose their students to a wide variety of reading materials in enhancing geometric proof skills.

MULTIMEDIA PRESENTATION: A TOOL IN REFINING THE READING COMPREHENSION OF THE 21ST CENTURY LEARNERS

The goal of this research was to create multimedia presentations for 21st-century learners. It also attempted to evaluate the level of reading comprehension in the controlled and experimental groups, as well as whether there is a significant difference between the two. This study included 80 ACTS Computer College Grade 11 Senior High students. In order to analyze the efficiency of multimedia presentations in increasing 21st-century learners' reading comprehension, the experimental technique was used as the research methodology. A variety of test questionnaires were used in this investigation. Data analysis revealed that although the controlled group of ABM learners only achieved a Satisfactory performance, the experimental group of students achieved a Very Satisfactory performance. Both the experimental and the control groups of HUMSS students completed the course with a Very Satisfactory rating. ICT students in the experimental group achieved a Very Satisfactory performance, while those in the control group attained a Satisfactory performance. STEM students in the experimental group achieved an Outstanding performance, while those in the control group got Very Satisfactory. The rejection of the null hypothesis indicates that there were significant differences in reading comprehension between the experimental and controlled groups. Based on the gathered data, it was concluded that the students in experimental groups who used multimedia presentations had a greater level of comprehension than those students in the controlled groups who utilized printed stories. The multimedia presentations integrated with teaching are a useful tool in increasing the students? reading comprehension which signifies the result of their achievement test. Between the controlled and experimental groups of students, there is a significant difference in reading comprehension. It is recommended, therefore that teachers use multimedia presentations to teach 21st-century learners. For greater comprehension, these materials should include not just text and photographs, but also other interesting content such as animations and dub voice. Vocabulary words must also be supplied to unlock the learners' difficulties, which is believed to be more effective. Similarly, teachers can employ multimedia presentations as part of curricular education because they are more successful than printed materials in terms of reading comprehension. It is also suggested that future researchers should conduct further research with a bigger population and investigate additional suggestions for improving the multimedia presentation.

Exploring Student Reading Comprehension and Parental Intervention: A Literature Review

This study aimed to see how parental involvement affects reading proficiency in terms of reading comprehension and word recognition. The related readings from the literature, journals, dissertations, and relevant studies are presented in this review. This helps identify the related literature or readings in parental involvement and reading proficiency of learners arranged for comprehensive understanding. It begins with parental participation, the concept of reading, reading comprehension theories, and reading proficiency levels in the Philippines. Studies showed that parental involvement has positive effects in improving their reading skills.

Text-Relevant Video Segments and Reading Comprehension of Culturally Unfamiliar Texts with Adult Speakers of English as a Second Language (ESL)

This pilot study is a mixed-methods sequential explanatory study that investigated the effects of watching text-relevant video segments supported by the Schematic Information-Processing (SIP) model of reading comprehension on reading comprehension of adult speakers of English as a Second Language (ESL) in terms of text familiarity and the retention of the content of a culturally unfamiliar text. Twenty homogeneous participants were randomly assigned to two groups: one control group and one experimental group. The results of the quantitative analysis showed that the experimental group outperformed the control group in both the immediate and delayed post-tests. Qualitative findings also highlight the effectiveness of implementing text-relevant video segments supported by the SIP model over traditional text-based reading instruction in terms of reading comprehension and retention of the content of the culturally unfamiliar passage. Limitations of the study and suggestions for future research are discussed in detail. 

Impact of Using Parallel Text Strategy on Teaching Reading to Intermediate II Level Students

The purpose of this study is to examine the impact of parallel reading text (English and Arabic) on English as a Foreign language (EFL) Intermediate II level students’ at Birzeit University in terms of reading comprehension, vocabulary retention, and sentence structure awareness. The sample for this study is 38 undergraduate students of the aforementioned level in two class sections during the fall semester of 2019-2020. One reading text from the course textbook was selected for this experimental study. The controlled group was instructed with an English only reading text while the experimental group used a parallel text of the same reading passage. A pretest on the reading text was used as an instrument to measure the reading skills of vocabulary, reading comprehension, and sentence structure prior to teaching the text for both sections. Six weeks later, a post-test was administered to both groups to assess the impact of parallel reading text in comparison to monolingual English text on students’ reading skills. Results of the post-test showed an increase in the average scores of both groups. There was a noticeable increase of the average scores in the vocabulary section and sentence structure awareness of the post-test among students of the experimental group compared to the average scores of their peers in the controlled group. Nevertheless, the results did not reveal a significant difference between using the two techniques in regard to reading comprehension and sentence structure awareness.